Sie sind auf Seite 1von 28

IMMEDIAT

TEACHER'S NAME: SIGNATURE/DATE:

ASSESSOR: SIGNATURE/DATE:

QUESTION RATING

I. Was the student able to experience a more fun and meaningful 5


Excellent! Not only was TPR used to m
student (that is, TPR was present in 4-5
lesson because of the teacher's use of TPR? helping the studen

Excellent! The student received exactl


II. Was the student able to retain the target language because of 5 every single item of the target languag
the teacher's execution of activities? Production Page with no h

III. Was the student able to receive encouragement with an


5 Excellent! Each time a reward was given,
appropriate reward system that sustained motivation and helped use of the reward system convincingly a
track her progress?

Almost there! The student would at tim


IV. Was the student able to participate in activities because 3 which, while mostly verbal, were demo
Several points of confusion arose perio
instructions were clear? response to this was to carry on using th

a) Failed to establish
rapport in the first 60 0

V. Was the general


seconds
impression of the Excellent! No Bad Habit was observed. Th
lesson and of the b) Use of written or verbal 0 5 best because of the teac
teacher positive Chinese; and
because of no Bad
Habits observed?
V. Was the general
impression of the Excellent! No Bad Habit was observed. Th
lesson and of the 5 best because of the teac
teacher positive
because of no Bad
Habits observed? c) Admitting to the student
that you can’t speak 0
Chinese.

The correct, tidy tarp is positioned c


VI. Was the teacher observed in a professional classroom 5 attached. A reward system is visible. Th
shows the teachers’ entire torso. A ligh
environment? and backgro

VII. Was the teacher’s classroom environment free from 5 The space selected has no distracting n
distraction?

VIII. Was the teacher wearing the 51talk dress code and 5 The teacher is wearing a clean 51talk po
styled neatly, has appropriate level of m
adheres to the camera readiness standard?  

IX. Was the teacher early in the classroom and ended the class 5
The teacher entered the class 1 min bef
student enthusiastically upon entry. The
on time? a che

Excellent! The connection was stable en


X. Was the connection stable? 5 minimal instances of lagging and discon
the

COMP

Were there any complaint-inducing behaviors noted during the


No
lesson?

BOTTOM LINES OPTIONS

1. What are the stages in the lesson that enable you and your student to
Any movements you deem will help your student focus – jumping jacks, s
MOVEMENT 1.1 How can you include 1 or 2 of these movement activities in your next
1.2 Why do you think it’s important to get your students moving?
1.3 How did you adjust movement for a student's age?

2. What drilling activities did you use and how do they compare to the re
2.1. Were your activities effective?
DRILLING
2.2. After looking at this list of Drilling Activities, which two will you use i
2.3 How much of the new vocabulary can the student recall and pronoun

3. What reward systems did you select for the child? Why?
REWARDS 3.1. Which stage did you introduce the reward?
3.2. How do you make the student feel a sense of progress?
3. What reward systems did you select for the child? Why?
REWARDS 3.1. Which stage did you introduce the reward?
3.2. How do you make the student feel a sense of progress?

4. Was your student able to do the things you needed her to do?
4.1. How did you get your student to do what you wanted?
INSTRUCTIONS 4.2. How did you get your student to respond to your instructions?
4.3 How do you know they understood?

5. What are the habits that are still being observed?


BAD HABITS 5.1. What’s preventing you from moving forward?
5.2. What can you do in your next class to remind yourself not to do this

6. What challenges did you encounter that prevented y


CLASSROOM SETUP 6.1. What steps are you going to take to make sure you'll ha

7. What prevented you from having a teaching envir


7.1 What steps can you take to make sure that your teaching space is w
CLASSROOM ENVIRONMENT
appropriate?

8. What challenges did you encounter that prevented you from h


TEACHER APPEARANCE
8.1. What steps are you going to take to make sure y

9. What challenges did you encounter that prevented yo


ATTENDANCE
9.1. What steps are you going to take to make sure you'll start/e

10. How did the unstable internet connection affec


INTERNET STABILITY 10.1 What measure can you take to reduce ins

COMMUNICATION SKILLS
INDICATORS WEIGHT 7 5
• 1-2
• No mispronounced
Consonants 10% mispronounced consonant sounds
consonant sounds • Teacher can self
correct

Pronunciation

• 1-2
• No mispronounced
Vowels 10% mispronounced vowel sounds
vowel sounds • Teacher can self
correct

• No evident
accent or barely
noticeable accent
• The teacher
• Speech is not
sounds like a near-
Accent 20% affecting the
native English intelligibility of
Speaker
learners/has no
negative influence
• The teacher on the lesson
demonstrates an • The teacher has
excellent grasp of a good grasp of
grammar, uses it grammar and
Grammar 20% consistently and encourages the
encourages the learner to use it
learner to use it when referring to
throughout the the target
lesson as much as language
possible.
• Intelligibility is
almost never • Good use of
impeded by intonation makes
Stress & Intonation 20% insufficient or the speaker easy
misplaced stress or to follow
intonation

• The teacher
mostly
• Connected speech incorporates
and use of
commonly used
Connected Speech/Liasing 20% contraction are
contractions and
near-native English encourages the
Speaker level
learner to use
them as well.

LEVEL ASSESSMENT a
QUESTION YES/NO DET
1. Did the teacher submit the LEVEL ASSESSMENT
Yes The teacher submitted the LA on time.
on time?
2. Did the teacher provide an accurate LEVEL
Yes The teacher gave the student the correct level (specify the
ASSESSMENT for the student?
3. Did the teacher submit the LESSON MEMO on
Yes The teacher submitted the LM on time.
time?
3. Did the teacher submit the LESSON MEMO on
Yes The teacher submitted the LM on time.
time?
4. Did the teacher provide a complete and accurate
Yes The corrections provided reflect the actual lesson.
LESSON MEMO?
5. Did the teacher provide an error-free LESSON
MEMO? No Errors on spelling, capitalization, punctuation, and/or gram
MMEDIATE IMPROVEMENT PLAN FORM
TEAM:
LESSON DATE:
MATERIAL:
LESSON TIME:

BOTTOM LINES
DETAILS SCORE

ent! Not only was TPR used to make the lesson more consistently exciting for the
(that is, TPR was present in 4-5 stages of the lesson), it also played a large part in 1
helping the student learn the target language.

ent! The student received exactly the sort of practice that helped her internalize
single item of the target language, and was able to confidently produce it by the 1
Production Page with no help at all. A brilliant example of PPP.

t! Each time a reward was given, the student was visibly excited, and the teacher's
he reward system convincingly and consistently indicated the student's progress. 1

t there! The student would at times be able to follow the teacher's instructions,
while mostly verbal, were demonstrated just enough to elicit the right responses.
al points of confusion arose periodically along the lesson timeline. The teacher’s 1
e to this was to carry on using the same instructions, if not to move on completely.

t! No Bad Habit was observed. The student was able to experience the lesson at its
best because of the teacher's impeccable professionalism. 1
t! No Bad Habit was observed. The student was able to experience the lesson at its
best because of the teacher's impeccable professionalism. 1

correct, tidy tarp is positioned correctly with the logo visible and a name card
ed. A reward system is visible. The computer is elevated and the camera position
the teachers’ entire torso. A light source is in front of the teacher makes the face 1
and background bright and clear.

ace selected has no distracting noise. No other people are visible throughout the
lesson. 1

cher is wearing a clean 51talk polo shirt with the correct logo. The teachers’ hair is
neatly, has appropriate level of make-up on and looks bright and clear on camera. 1

cher entered the class 1 min before the class started and greeted the parent and
enthusiastically upon entry. The teacher ended the class on the 25th minute with 1
a cheerful goodbye.

nt! The connection was stable enough to conduct a successful lesson. There were
al instances of lagging and disconnection and the lesson was interruption-free for 1
the most parts.

COMPLAINT CLAUSE (If yes, the whole audit results to an auto-fail, 0/5)

MY ACTION PLANS
OPTIONS O

able you and your student to move? (Song/Warm-up, High-fives, Do and Say Activity,
udent focus – jumping jacks, stretches, dance, etc.)
vement activities in your next lesson?
your students moving?
dent's age?

ow do they compare to the recommended drilling activities on the TG?

ities, which two will you use in your next lesson?


e student recall and pronounce at the end of this stage?

he child? Why?
ard?
nse of progress?
ou needed her to do?
at you wanted?
nd to your instructions?

served?
rward?
emind yourself not to do this habit?

u encounter that prevented you from having an ideal classroom setup?


to take to make sure you'll have a professional classroom setup next time?

from having a teaching environment that is conducive for learning?


that your teaching space is well-lit, free of unnecessary sounds, and camera settings are
appropriate?

er that prevented you from having a professional appearance during the lesson?
going to take to make sure you'll appear professional in every class?

encounter that prevented you from starting/ending the lesson on time?


ke to make sure you'll start/end the class according to the schedule everytime?

able internet connection affect the student’s learning experience?


ure can you take to reduce instances of connection instability?

3 1 SCORE
• 3-5 • More than 5
mispronounced mispronounced 5 18:53: A cat can climb;
consonant sounds consonant sounds *Should check v,t and th sound (Thank you, Very good)

• 3-5 • More than 5


mispronounced mispronounced vowel 5 20:50: A cut can...
vowel sounds sounds

• Evident accent
• Consistent evident
when uttering 5
individual words accent

• The teacher often


• The teacher makes makes mistakes inmakes
• Flat intonation
fewer grammar grammar,
the speaker which
almost 7
•mistakes,
Adequate but
useit still influence meaning
of impossible to and
affects meaning.
intonation, causes confusion
making understand. Therewhen
is
the intelligibility of giving
(almost)instructions.
no attempt to
the message fairly make the key words or
high, although there tonic syllables
are lapses. prominent.
• Oddly placed • There is little
word stress and difference between the
7
inflection sometimes inflection used when
interferes with the asking a question or a
meaning. (Praise and statement?
questions can sound • The teacher
the same due to the unnecessarily
rising inflection at lengthened
• There wassyllables
little to no
•the
Contractions
end of still and made
attempt totheir
use speech
pose a problem
sentences.) motherly.
commonly(Issssss…
used
(What is your name? thiiiiissss… aaaaa… 7
contractions in the
vs What’s your peaeaeaea?)
lesson. (What is this? vs
name?)
What’s this?)

SESSMENT and LESSON MEMO


DETAILS
A on time.

the correct level (specify the level given).

M on time.
M on time.

ect the actual lesson.

on, punctuation, and/or grammar were noted (speficy errors noted).


LAN FORM
LAST MONTH'S TRIAGE:
TOTAL SCORE: 10
RUNNING TRIAGE:

REMARKS
to-fail, 0/5)

ON THE VERY NEXT LESSON, I WILL:


SCORE: 6.2 88.57%
REMARKS
limb;
and th sound (Thank you, Very good)

SCORE: 4
ACTION PLANS
80.00%
On Demand English Innovations
9th Flr. JMT Corporate Condominium
ADB
COACHING LOG

Name: Dom Cabri Department:


Coached By: Margrette Date:

PURPOSE (please mark one)

Gap Coaching Scheduled Coaching

MANAGER'S OBSERVATION

Lesson Date & Time: May-23/20:00 Dom Cabri marked the student absent the s
Dom was energetic and patient with his student However, he was able to teach 4 target lang
-Kept praising the student everytime she would say the target language marked as present an
-He was not hesitant in correcting her student error
Incidental Language: Welcome to 51talk. Click this one. Please read and say.
Instead of saying: WHAT IS YOUR NAME? Instead: What’s your name?
Teacher asked for the name when it was already seen on the screen.
Asked the student to repeat the title multiple times
Skipped the Hello Song
No eye-contact was noticed
Mispronounced word: food, very good, this, carrot, lemon

S.M.A.R.T Action Plan


_________________________ Margrette Gonzalez

Melrick B. Cayanan (Supervisor)


(Academic Operations Head)
_________________________ _________________________

(ST/Mentor/Nesting Leader) (Teacher's Name and Signatur


ADB Avenue Pasig City, Metro Manila

OBT
5/1/2025

led Coaching X

d the student absent the student left in the middle of the class.
able to teach 4 target language. The lesson could have been
marked as present and not absent.
Margrette Gonzalez

(Supervisor)

_____________________

her's Name and Signature)


China Online Innovations Inc.
9th Flr. JMT Corporate Condominium
ADB
COACHING LOG

Name: Department:
Coached By: Date:

PURPOSE (please mark one)

Gap Coaching Scheduled Coaching

MANAGER'S OBSERVATION

S.M.A.R.T Action Plan


_________________________ _________________________

Melrick B. Cayanan (Supervisor)


(Academic Operations Head)
_________________________ _________________________

(ST/Mentor/Nesting Leader) (Teacher's Name and Signatur


ADB Avenue Pasig City, Metro Manila

OBT

led Coaching
_____________________

(Supervisor)

_____________________

her's Name and Signature)


MOVEMENT TPR
1 Missed opportunity! The student was not NO
2 Not quite there yet! The student was gi NO
3 Almost there! The student was given opp YES
4 Good! The student successfully followed YES
5 Excellent! Not only was TPR used to make YES
DRILLING DRILLING
1 Missed opportunity! The student received NO
2 Not quite there yet! The student was giv NO
3 Almost there! Part of the student's lan YES
4 Good! Most of the student's language ne YES
5 Excellent! The student received exactly t YES
REWARDS REWARDS
1 Missed opportunity! There was no rewa NO
2 Not quite there yet! A reward system was NO
3 Almost there! The student reacted mildly YES
4 Good! The student reacted positively to YES
5 Excellent! Each time a reward was given, YES
INSTRUCTIONS INSTRUCTION
1 Missed opportunity! The student struggle NO
2 Not quite there yet! The student would NO
3 Almost there! The student would at times YES
4 Good! The student was able to follow m YES
5 Excellent! The student was presented wi YES
BAD HABITS BAD HABITS
a) Breaking rapport in the first 60 seconds of the lesson;
1 NO
b) Use of written or verbal Chinese; and
5 Excellent! No Bad Habit was observed. T YES

LA/LM
1. Did the teacher submit the LEVEL ASSESSMENT on time?
Yes The teacher submitted the LA on time.
No The teacher submitted the LA late (specify the time).

2. Did the teacher provide an accu

Yes The teacher gave the student the correct level (specify the le
No The level given to the student was inaccurate (specify the lev

3. Did the teacher submit the LES

Yes The teacher submitted the LM on time.


No The teacher submitted the LM late (specify the time).
4. Did the teacher provide a comp

Yes The corrections provided reflect the actual lesson.


No The corrections provided were inaccurate (specifiy the inacc

5. Did the teacher provide an erro

Yes The teacher provided an error-free LM.


No Errors on spelling, capitalization, punctuation, and/or gramm

TRIAGE ZONE EP/BOOKED %

A+ 16% up
A 13% - 15.99%
B 10% -12.99%
C 7% -9.99%
D 3.1%-6.99%
E 3% and below
N/A from nesting

CLASSROOM SETUP 1 The lighting is dim a NO


5 The correct, tidy tarp YES NOTE: Visible rewards is already part of bo
CLASSROOM
1 There was audible noise
NO
ENVIRONMENT
5 The space selected has
YES
TEACHER
1 The teacher was not wea
NO
APPEARANCE
5 The teacher is wearingYES
ATTENDANCE 1 The teacher entered thNO
5 The teacher entered the
YES
INTERNET
1 The teacher was not abl
NO
CONNECTION
5 Excellent! The connectYES
0
1

it the LEVEL ASSESSMENT on time?


he LA on time.
he LA late (specify the time).

udent the correct level (specify the level given).


udent was inaccurate (specify the level given vs the actual level).

he LM on time.
he LM late (specify the time).
d reflect the actual lesson.
d were inaccurate (specifiy the inaccuracies noted).

n error-free LM.
alization, punctuation, and/or grammar were noted (speficy errors noted).

: Visible rewards is already part of bottomline #3: rewards